4 December 2025

1:30 PM – 2:15 PM

Salle Proudhon

Yves Félix Montagne

Yves Félix Montagne is Maître de Conférences, Habilité à Diriger des Recherches, in Education and Training Sciences at the INSPÉ in Besançon. A former associate professor of physical education and sports in secondary schools for 16 years, he has been involved in teacher training from kindergarten to university since obtaining his doctorate in 2006. His work, rooted in a multi-referential approach combining psychoanalysis, language sciences, pedagogy and didactics, focuses on educational transmission and its difficulties, based on case studies. He is particularly interested in the relational and subjective issues at stake in training, which he explores in particular through the facilitation of Talking Groups and Practice Analysis. His research aims to shed light on the pedagogical, psychological and linguistic dynamics of the relationship between teacher and pupil, or tutor and trainee, in order to better understand lucid, effective and responsible transmission.

Does an internship reveal the limits of the subject?

This work by Yves Felix, based on two case studies and guided by psychoanalysis and clinical research using interpreted individual interviews, explores how the relationship between teacher-trainee and tutor can confront each individual with his or her own limits, transforming self-perception and the imaginary relationship with the other. When Jean asserts that “my tutor has no limits”, he echoes Bataille’s (1957) reflections on the right exercised over the other, the forbidden and the surpassing, while Émilie, in declaring “this trainee pushes me beyond my limits”, echoes Foucault’s (1984) interrogations on the acceptable and the causes of transgressions. Between the excess of the other and self-awareness, the internship seems to be a testing ground for the Real in the Lacanian sense. After defining the notion of limit(s), the analysis will focus on the causes of this confrontation in the “in-between” of the internship (Sibony, 1991), and will suggest ways of transforming the relationship with limits: establishing a didactic contract at the start of the internship, integrating time for “meta” reflection during assessments, and organizing, after the internship, peer discussion groups to elaborate the subjective effects of the encounter.